About Me

Ever since I was young, I have had a passion for a few things: Learning and education, visual arts, movement and health, and the environment.

My love for learning and education has led me to acquire multiple degrees. I hold an advanced diploma in Biomedical Engineering Technology from St. Clair College. I also completed a Bachelor of Human Kinetics, with distinction, at the University of Windsor. Now, I am working towards my Bachelor of Education at the University of Windsor (class of 2024).

Art has always been an enjoyable and creative way to express myself. I love exploring different mediums and artistic styles. I appreciate experiencing all forms of art, but my personal preference is acrylic painting.

Another passion of mine is health and exercise. During my Human Kinetics degree, I studied anatomy, physiology, health and wellness, exercise in extreme environments, endocrinology, pharmacology principles, nutrition, and much more. I have participated in many sports including jujitsu, kickboxing, horseback riding, Irish dance, belly dance, aerial silks, ultimate frisbee, rugby, swimming, cross-country running, volleyball, and weightlifting. To me, exercise is an intrinsic and therapeutic activity that helps clear the mind and honour the body. I am continuously grateful for my body and all that it can do for me.

When I was younger, I had a small garden under the playset my dad built. I grew some herbs under there – a simple and humble start. From there, I developed a love for gardening and plants. I have since worked multiple summer jobs outdoors. I have worked with the City of Windsor and the Town of Tecumseh in the Parks department, cutting grass and planting flowers. I have worked on a farm called Our Farm Organics and at a community garden called ACCESS County Community Support Services. I love tending to plants and keeping my community clean. I concern myself with environmental issues and greater climate change matters as well. During my B.Ed. degree, I took my service-learning course in Environmental Education, and I went on an optional Forestry Tour during my Professional Learning Series.

Teaching Philosophy

My ideologies of teaching are intrinsically connected to my personality and past experiences. As such, I have deliberately put the “About Me” section of my portfolio on the same page as the “Teaching Philosophy” section. I hope to bring my passions and interests to my teaching, to enhance the overall learning experience for my students. I will also encourage my students to share and pursue their interests within our classroom. I think celebrating our own differences and interests is what makes a truly inclusive and diverse space for learning.

Arts and Imagination

It is my belief that creativity can exist in all subjects, even outside of the traditional arts. For example, teaching math can be strategies-based, allowing students to find a strategy that works best for them. Students can also represent math concepts in many ways – through numbers, words, manipulatives, real-life examples, pictures, and speech. Imagination and creativity can be infused throughout the curriculum by allowing students freedom to explore new ways of learning. I would like to focus directly on arts in the curriculum and add it in a cross-curricular manner when learning other subjects. For example, music and fractions in math go well together. Drama and social studies go well together. I think all subjects could become a lot more fun through the arts.

Learning Through Movement

Physical activity and movement are integral aspects of my teaching philosophy. Incorporating dance, stretching, and physical activity into lessons improves student health, improves student interest and mood, and enhances memory and attention. Movement engages both body and mind, creating a dynamic learning experience that goes beyond traditional teaching methods. Learning does not have to happen sitting at a desk. Students can embody the information through movement, and by participating in active learning games.

Environmental Education

Environmental education is spread across the curriculum. It is a priority to me that environmental concepts are taught directly and in a cross-curricular manner. With climate change and increasing global resource demands, students deserve to be informed about this topic, so that they can make decisions regarding their environment in the future. I would like to initiate school gardens for learning about plants, and as a healthy-snack program. I would also like to initiate an heirloom seed-saving project, like that of Medomak Valley High School.

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Student-Driven Learning

In my teaching philosophy, I firmly believe in the power of learning through experience and active engagement. I draw inspiration from the educational philosophies of John Dewey, who emphasized “learning by doing,” and Maxine Greene, who championed “learning through imagination and art.” Education, to me, is not about preaching; it is about guiding and facilitating the learning journey. I strive to create an environment where students take an active role in their education, where we explore and learn together.

Career Connections

I advocate for experiential learning that connects the classroom to real-world applications. By acting out professions and scenarios relevant to the subject matter, we can practice essential skills. For instance, students can act like grocery store clerks to gain a deeper understanding of financial literacy. Students can take on the roles of carpenters when exploring measurement in math. Such hands-on experiences foster a deeper comprehension of the subject matter and prepare students for life beyond the classroom. It is my belief that students should be exposed to various career opportunities from a young age so that they have a greater understanding of how the curriculum connects to jobs.

SEL and The Power of Positivity

Positive reinforcement is a cornerstone of my teaching approach. I believe in the transformative power of a positive and encouraging learning environment. Students thrive when they are cheered on like champions, motivating them to reach their full potential. My goal is to create a classroom culture where every student feels supported and celebrated. Social-emotional learning (SEL) is a major strand of every curriculum document now. I would like to implement direct and indirect SEL education into each school day. I believe every day should start with a direct SEL activity, teaching students important skills like how to identify and manage their emotions, cope with stress, persevere and maintain positivity, build healthy relationships, and communicate effectively, develop self-awareness and self-confidence, and to think critically and creatively.

Assessment

Formative assessments, where student learning is continuously monitored is an essential part of the learning process. Student learning can constantly be made visible through classroom activities, and it is my job to provide students with the supportive and constructive feedback that they need to learn. I advocate for varied assessment methods that cater to diverse learning styles. Whenever possible, I will provide verbal, visual, and written question formats to be inclusive of all learning styles. Additionally, I aim to provide diagnostic comments rather than grades, offering constructive feedback that fosters growth and improvement.

Classroom Design

A well-designed classroom is conducive to effective learning. I prefer classrooms with versatile seating options, such as desks with lockable wheels, standing desks, sitting desks, beanbag chairs, and mats. This flexible arrangement encourages movement, collaboration, and creativity, while minimizing clutter and maximizing adaptability. I aim to adapt my classroom design to the needs of my students, providing a more- or less-stimulating environment for them as needed. Students should always have the option to engage or relax their senses, depending on their needs.

In summary, my teaching philosophy centers on experiential learning, positive reinforcement, and an environment that encourages movement and creativity. I strive to create a classroom where students are active participants in their education, where we learn together, and where we draw inspiration from art, fitness, body movement, and the environment.